Allie For April 30 pdf2

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
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MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
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Name: Georgina Miranda
Date Enrolled: 1/23/18
Date of Graduation: 05/2020
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*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.  
Leadership Inventory Revised 08/22/2017 !1

CONTENTS
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ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
• Center for Student Leadership Development Information
• Minor Information
• Developmental Model
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ADVISING INFORMATION (students will include own documentation)
• Tracking Sheet / Advising Updates
• Syllabi of Minor Classes (Core and Electives)
• Internship
o Guidelines
o Syllabus
o Mid-term
o Final
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OUTCOMES
• Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
• Targeted Classes
• Experiences
• Evidence
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CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of learner-centered
academic, experiential, and co-curricular programming.
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• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be competitive in the
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work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant Leadership
(Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
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MINOR IN LEADERSHIP STUDIES
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At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-
disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential
learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all of the above.
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GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits must be earned
at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
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Introductory Course
3 credits
HDF 190: FLITE
or
HDF 290: Modern Leadership Issues
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Only offered in spring for first-year students
Offered Fall and Spring for sophomores & juniors

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Internship
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HDF 417: Leadership Internship
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Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or
Experience through Office of Experiential Learning & Community Engagement
or
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experience for graded credit
Internship Class in Academic Major The only time the major and minor can overlap
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Capstone
3 credits
HDF 412: Historical, Multi-ethnic & Alternative Leadership
or !
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation

or
BUS 441: Leadership Skills Development
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Offered in the spring and summer with Dr. Leatham
or
HPR 411/412: Honors Senior Seminar !
Offered in the fall and spring with Dr. Cooper
Must be in Honors or have GPA of 3.3
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Portfolio
1 credit !
HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
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MINOR ELECTIVES-9 credits
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*
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Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
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BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
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Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
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You need to have your own act together before you can lead others:
! 2. Lead Yourself
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! ▪
▪
Time management
Organization
1. Know Yourself ▪ Self care
Lead Others
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▪ Strengths
▪
▪
Self discipline
Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E
S
o Leadership !! O
G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
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▪ Leadership theory and
practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪
▪
Group Development
Inclusion
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▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
▪ Critical Thinking PROGRESS religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ Power, privilege, oppression, liberation;
individual and institutional discrimination
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OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
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OUTCOME TABLE OF CONTENTS:
-Original Outcome (1-12, 18, 41, 42)
-Edited Outcome (3, 5, 7, 8, 9, 11, 12, 41, 42, 158)
-New Outcome (43, 44, 71, 72, 77, 78, 158, 159, 160)
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Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 In HDF 190, we as students did an activity where we received a piece of paper that described the kind
minimized need for approval of person we were assigned. Out of the five of us in each group, we had to decide who was going to
“survive” and go on a spaceship because “Earth was no longer inhabitable”. Once everyone knew
who they were, we had to convince each other of who was going to stay on the spaceship. At first, I
showed autonomy because I thought my character deserved to stay on the ship, but when I heard the
characters of the others in my group, I saw that my character wouldn’t serve much of a purpose in the
condition we were all in. So, I then showed a minimal need for approval and let others who deserved
to stay on the spaceship stay. It felt weird because I was fighting for my life at first but then I put
myself aside for the greater purpose of the activity (SEE Evidence #1).
2. Student will demonstrate personal, HDF 190 I demonstrated these qualities in HDF 190 when the class was asked to organize a group and talk
organizational, and academic examples of about our collegiate demographics like our major, clubs, residence hall, etc. I had personal self-
self-discipline discipline by listening when other people were talking and not talking the whole time to speak. I
demonstrated organizational self-discipline when I subtly organized who spoke next so there was a
flow of conversation going. I also currently have academic self-discipline in the class because I take
time to work on the assignments even when they’re not due for a while. In addition to HDF 190, I also
display personal self-discipline by motivating myself to keep up with the work and stay on top of things
in my PSY 254 class. I have organizational self-discipline in my class when it comes to reading a
bunch of lengthy chapters in a short time frame. I would use my planner to organize when I was going
to read and how much every day or week so that I would be ahead on my work. Lastly, I show
academic self-discipline in this class by reading every day, always looking in the syllabus, and
emailing my professor once in a while to clarify anything I may have questions on. I also go to the
Writing Center in Roosevelt Hall here on campus to get any help for writing papers for the class (SEE
Evidence #2).

3. Student will demonstrate the ability to
manage emotions !
HDF 190
HDF 415
Day of Discovery Retreat
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Personal
During the Day of Discovery Retreat, which was a required retreat for HDF 190, we were split up into
smaller groups from the two larger groups. Once we were separated, we were able to talk about
things that were dense and had substance. Some topics were sensitive for others. Once emotions
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Roommate Situations were expressed, I demonstrated the ability to stay cool, calm, and collected for the other people
expressing their feelings, so that they could have someone to lean on, emotionally. I also had the
ability to manage my own emotions when expressing personal thought so I could stay focused on the
content. Personally, I was also able to manage my emotions at home when I confronted my father for
not being in my life as often as he should have been. One day over the phone, I told my mom I
wanted to talk to my father one day about why he was so absent in my life. There was
miscommunication and my mother had him over the next day unexpectedly. When I saw him, after not
having seen him for a while, I was shocked and I almost panicked and acted as if I had somewhere to
go, yet I managed my emotions and stayed. We sat and I asked a few questions and he answered.
The answers he gave sounded more like things to brush me off and they didn’t sound like legitimate
reasons for why you wouldn’t see your child. After he left, I wasn’t sure what to do. I wrote a lot in my
journals and kept an unbothered demeanor. I was only able to conduct these feelings in front of my
family for so long. When I got back to my dorm at URI, I finally released all the tears I held back for
that weekend and I decided to see a counselor to learn to further manage my emotions (SEE
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Evidence #3).
An emotional assessment was given to me at the beginning of the semester in my HDF 415 class. My
results showed I scored lower in my ability to manage my own emotions than in the other areas.
However, since then, I’ve been made substantial progress. In the beginning of my 2018 semester, I
had many situations that challenged my emotional well being. One of them being my ability to manage
how I felt towards my roommates whenever a situation would occur. With my roommates, I would also
express the anger and hostility that they projected towards me. However, when I saw how much
energy that was taking from me, I decided to go to URI Counseling Services to work through
managing how I felt with those issues. They gave me techniques to better handle raw emotions
whether melancholic or anger oriented. I was able to use techniques such as breathing slowly
whenever I was in confrontation with them. I also worked to listen to what they said without taking
them personally because it was just a reflection of their emotions towards the situation. Lastly, I
learned to journal and reflect so that I would track my progress in managing how I released my
emotions. Now, I am able to refrain from mirroring my roommates’ emotions when they’re angry and
try to calmly discuss what’s the matter. I have found an increase in balance with how I handle my
emotions by looking at how the consequences from each situation can potentially hurt other
interactions with my roommates. (SEE EVIDENCE #33)
4. Student will demonstrate knowledge of KIN 123 Personal/Social Methods In my KIN 123 class, we went over the stress and stress management chapters in the class. Stress is
stress management methods a state of mental or emotional strain or tension resulting from adverse or very demanding
circumstances. The methods of stress management include identifying the sources of stress,
controlling the immediate reactions to stress, using medications, service animals (for anxiety, PTSD,
Autism Spectrum Disorder, and others), therapy, having a positive state of mind, realistic self-talking
(“it’s not the end of the world”), and other methods. These methods are helpful because they help get
the stressful person back to their normal, effective way of functioning, both mentally and physically.
They are crucially important for college students especially who experience bountiful amounts of
stress. I also know how to manage stress in my personal life. I keep journals to write what I am
thinking about, feeling, scared of, anticipating, and what I’m happy about. Doing this, I feel a sense of
mental relief because sometimes I don't have anyone to ‘vent’ to and my journal was there for me to
release the tension in my mind. Socially, I would hang out with friends whenever school or home was
stressing me out because every time, it was always a fun, good time and I didn’t have to think about
anything when with them (SEE Evidence #4).

5. Student will demonstrate the ability to
manage stress !
MTH 107
Fall 2017
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URI Counseling Center
“Mindful” (Mobile App)

In my MTH 107 class, which deals with logistics, probability, statistics, and the like, I sometimes have
moments of stress when reviewing the material. The beginning classes were fine because I
understood the content, but as the content grew, the confusion started, bringing the stress along with
it. I would use my go-to techniques to manage the stress, such as breathing and reassuring myself
that my thoughts didn’t hold any weight. I would stop what I was doing, step back for a second, and
collect myself. I used The Relaxation Response which is a list of techniques that incorporates all of
these. It includes: 1. Closing my eyes, 2. Progressively relaxing all my muscles in my body, 3. Begin to
breathe slowly (inhale through the nose and exhale through the mouth, 4. As I exhale, repeat a
chosen work or phrase to control the intruding thoughts, 5. Continue doing this for 10-20 minutes, and
lastly 6. Practice this early in the day or before bed. I do this technique whenever I am feeling
especially distressed at school or at home. I would also try to seek guidance from my mother or
friends in the class. After doing this, I was able to get the work done worry free and better cope with
stressful works later on. After going through difficulties last semester (Fall 2016), I realized I needed to
see someone I could talk to here on campus that was a sort of counselor. I looked up counseling
services on the URI website and I found out that there was a Counseling Center at Roosevelt in Room
217. I decided to go in and see someone. It was the best decision I’ve made because not only did I
find people to confide in, but they gave me useful advice. They mainly told me to do everything I did
before, but they also suggested I look deeper into my stresses by Mindfulness Meditation.
Mindfulness Meditation is when you pay attention in a particular way: on purpose, in the present
moment, and nonjudgmentally. This brings one's complete attention to the present experience on a
moment-to-moment basis. I have found this method of stress management extremely useful and
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beneficial. It has opened my eyes to a lot and I recommend it to anyone (SEE Evidence #5).
Being at URI means that I am borrowing and spending a lot of money. Money has been a financial
worry in my life before and it comes up as a worry from time to time. With tuition, I’ve had to borrow
loans and make decisions that meant spending more money, money I didn’t necessarily have. In my
Fall 2017 semester, I had difficult decisions to make about housing being that where I wanted to go
was more expensive on my family. I experiences stress because I didn’t have other choices and I
didn’t want to spend that much money or put my family in more debt than we already are. However,
when talking with my mother, she suggested I stay calm because money was a sacrifice we’d have to
make for my education. I looked for ways to manage my stress so that it wouldn’t interfere with
academics, and in this, I’ve found a mobile app called “Mindful.” The app schedules times for me to
take a breathing pause for when my body is reacting to stress. It sets reminders for me to do daily
meditation sessions to start and end my day with. Additionally, it has a “Check-In” feature which allows
me to evaluate my day and how I felt to track where and when I felt stress. With this app, I’ve been
able to save myself from many anxiety attacks, stressful aches, and emotional episodes. I now
perform the breathings pauses and Check-In’s without the app reminding me and I have been able to
manage how stress affects my daily life. (SEE EVIDENCE #34)

6. Student will express a personal code of HDF 190 VIA Assessment In my HDF 190 class, I learned about ethics codes. A personal code of ethics is knowing what you
leadership / membership ethics stand for and being able to express and live by it. They are what an individual believes in and what
they believe to be right and wrong. In leadership, a leader directs respect for ethical beliefs and values
and for the dignity and rights of others. Personally, the principles that govern my beliefs in my code of
ethics are equality, inclusion, respect, care, and acceptance. These principles kind of tie into my
values of Fairness, Forgiveness, and Judgment. As a leader, I believe treating everyone fair no matter
what the circumstance or issue is very important because it wouldn’t put anyone above anyone else.
Everyone matters equally. I also build on inclusion. Many people have their social groups closed off to
outsiders. What people should do it not stay so closed off in their groups, venture off, and include
other people, that way more people would feel accepted and we all would band together more.
Respect is another principle of mine, and not just in a ‘respect your elders’ kind of way. When people
don’t agree on certain things or have different views, instead of conflict, there should be a mutual
understanding that everyone doesn’t have the same perspective as them and they need to respect
that. Additionally, I am passionate about caring for others. I feel as though if we all cared for just one
other person other than ourselves, the difference would be unmeasurable. Lastly, I am very
expressive about acceptance. I believe no matter what race, ethnicity, gender, sexual orientation,
occupation, socioeconomic status, or age, people need to accept each other. We are all inhabitants of
the earth and we need to at least acknowledge each other’s presence and understand that no matter
the demographic, we are all human (SEE Evidence #6).

7. Student will demonstrate practice of the HDF 190 D.I.V.E. R.I. 2017 Conference The D.I.V.E. R.I. 2017 Conference is a conference that was held at the University of Rhode Island and
personal code of ethics
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Personal
2018 D.I.V.E. R.I. Conference

it stands for Diversifying Individuals Via Education. They are a group of student leaders seeking to
educate fellow college students about pertinent issues around race and ethnicity inclusion in higher
education. They hold workshops and discussions on college campuses to give diverse perspectives,
promote cooperation and collaboration, and inspire students to do the same. While attending this
conference, I engaged in interesting, sensitive topics of discussion such as religion, racial profiling,
and discrimination. I demonstrated my personal code of ethics when we were talking about these
topics. I used inclusion when others were expressing their views and opinions on things and I listened
attentively, and didn’t listen to respond. I used respect when someone was voicing their ideas that
were opposite of my own, and they in turn respected mine. I used equality for all the people who
partook in the conference because they are no lesser of a person than anyone else for being
difference or any greater. Lastly, in the adjourning stage of the conference, I learned to use my
acceptance principle for others, acceptance for myself, and acceptance of the fact that I am capable
of making a real difference with these issue in mind in the near and distant future. In my home life, I
am dealt with the hand of a younger sibling with ADHD and a family who is less accepting of him. I
love my brother like no other and I understand that he is different from me and that is it ok. When we
were younger, I didn’t include him in many things because I wanted to be with my friends solely, the
opposite of my valued principle now. I also care for him a great deal. I would do anything for him
because I knew he went through and goes through a lot every day and I am there to defend him. I
also respect his different opinions on things and treat him like any other person that is “normal”. My
brother has shaped a vast majority of my beliefs and values today because he has taught me how to
be more accepting and including of others and to see people as equal no matter their characteristics
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(SEE Evidence #7).
In my HDF 190 class, I learned about my personal code of leadership and membership ethics. My
code involves equality, inclusion, respect, care, and acceptance which I applied at the 2018 D.I.V.E.
R.I. Conference at URI. I engaged in interesting, sensitive topics about racial profiling, untold ethnic
stories, and plans of action to eradicate the social disparities People of Color face. I participated in
discussions with the principle of equality by touching on all issues of race that affect all people of color
to show that we are all equal in the eyes of injustice. I was inclusive by encouraging people to bring
others to the table during the event’s dinner to also discuss those topics. I also care about the issues
that affect Women of Color specifically, and to show that, I gave myself as a resource to two Women
of color who shared their stories about their difficulties. Furthermore, I showed respect to those who
openly shared their stories of discrimination and hate crimes targeted towards their race because they
showed perseverance through the hate towards peace. Lastly, I was accepting of those who did not
identify as having these tribulations but were willing to learn about them. I told one self-identifies White
woman, “Just because you haven’t been throughout these adversities doesn’t mean you can’t
understand or don’t want to.” I also told her, “It’s okay to ask questions” because she was someone
who wanted to learn, and I, and many other People of Color, can appreciate that. (SEE EVIDENCE
#35)

8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
HDF 190
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Day of Discovery Retreat
VIA Assessment
At the Day of Discovery Retreat given by HDF 190, we as students talked about our personal values,
whether it be in ourselves, in people, or in life in general. We all expressed out top 5 values calculated
by the Gallup Strengths Quest Assessment. My top 5 values are Fairness, Forgiveness, Humor,
Judgment, and Teamwork. So, I am now asked to express a personal values statement. This is a
declaration of one’s top priorities and core beliefs. My statement is, “The principles that govern my
beliefs are Equity, Inclusion, Respect, Care, and Acceptance. These fall in with my values because I
believe everyone should be treated right and just, everyone needs to be accepting of each other and
their beliefs, everyone should be cohabitants together, care about people other than yourself, and
work with people cooperatively and openly” I identify with my values more because they help me see
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wrong from right and shape my perspective of the world (SEE Evidence #3, #6).
In my HDF 190 class that I took my first year at URI, I took the VIA assessment. The assessment asks
a multitude of questions about what I value and practice in my every day life. The values I received the
highest scores for were Fairness, Forgiveness, Humor, Judgement, and Teamwork. I understand
fairness as treating all people fairly and believe no one is above or below another. Forgiveness is a
value I hold to forgive others of their faults and to forgive myself of my own. Humor is one I connect
with the most because laughter is the source to a lot of happiness and I value having that in myself
and also when others can bring that forward. I possess Judgment by being able to critically think
about situations for an effective outcome is important, especially in a setting like college. Lastly,
teamwork is a value I received because the best outcomes happen when other minds are involved
and each individual is a part of a cohort towards a shared goal. Altogether, my personal values have
made me who I am as a leader and I will continue to use these values in my leadership style
throughout my time at URI. (SEE EVIDENCE #6)

9. Student will demonstrate practice of the
personal values statement !
COM 100
HDF 190
ChangeFest In COM 100, I was put in a group to do a group project to present about sexual assault on college
campuses in the United States. With the group, I used my Fairness value when it came to listening to
everyone’s ideas and opinions about certain topics and not letting anyone overbear anyone else. I
HDF 291 used Forgiveness when listening to opinions and expressions that differed from my own or heard
ideas that I didn’t agree with or felt offended by. For example, one of the group members thought that
“women assaulted in college bring it upon themselves”. Even though I strongly disagreed, I forgave
them for the thought, expressed that I respectfully didn’t agree and moved on. I used Humor when
there were times of silence or awkwardness to bring us a little more together. Additionally, I used
Judgment when it came time to think critically about how to execute certain things and which ideas
were better left unused. Lastly, and most importantly, I used my value of Teamwork to work with
different individuals to get the project done. I also used my values similarly at the Change Fest event
this past February. Change Fest is an all-day long event that allows students from all over Rhode
Island to come together, tackle a specific topic, and work together to create real change. I joined a
group of people who had a similar interest in working to better the issue of Mental Health. We all shot
out ideas on what the actual problems are and how we can practically fix them. I used all my values to
make sure idea was written down, everyone’s shortcomings were accepted, make some jokes to feel
connected to each other, look at ideas from all angles, and make a team effort to make an actual
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difference (SEE Evidence #8, #9).
In my HDF 190 class, I learned about my values which are Fairness, Forgiveness, Humor, Judgment,
and Teamwork. I practiced the use of my values in my HDF 291 Rose Butler Browne Peer Mentoring
Class my Spring 2018 semester. In my HDF 291 class, which centers its content around Women of
Color, there are also other Women of Color and some who don’t identify with being a WOC. With that,
I was able to use my value of Judgment when students who identified different than me shared their
challenges and adversities. I had to critically think about what I was going to say in response to others’
experiences as to not offend them or not affirm their challenges as being valid to me. In doing this, I
would sometimes work to listen in the class so that I would process what was going on to not judge so
quickly. Fairness was generated when talking to each student in the room. I tried to interact with
students I didn’t already know from other classes or those I had shared identities with. I used
Forgiveness when students in the class had presumptions on pieces of my identity that were false
because they weren’t informed otherwise. Because HDF 291 is a more intense, ground-breaking
class, I used humor to break the seriousness at times, reminding us all that these issues can’t stunt
our positivity and optimism towards life. For example, at the end of a class, I will make jokes about the
weather outside when class was dismissing to bring everyone’s spirits back up from a heavy subject
like that. Lastly, I used Teamwork when in smaller group discussions throughout the semester. In
some class meetings, we were individually assigned certain readings to share with the rest of our
peers. When in the smaller groups, we’d inform each other on the discoveries we made to enhance
each other’s learning on the different subjects. This showed that we were not in class alone and were
all working together to learn and teach each other. (SEE EVIDENCE #22)

10. Student will demonstrate the ability to COM 100 ChangeFest In my COM 100 class, for our second group project, another student and I decided to work on the
lead a project from start to finish (follow- topic of sexual assault because our previous project with this group was teaching the class two of the
through) chapters in the book that involved sexual assault. I would say that I was one of the main leads in the
project as opposed to the rest of the group. The reason I say that is because I set up the sequence in
which we all talked about their topic. I also made sure we all stayed focus by scheduling meetings that
we could all attend and if someone couldn’t, we’d give them the rundown of what was discussed.
Lastly, I also thought of the idea of having everyone practice a little before the presentation so it would
run smoothly and we’d get a desired outcome. In addition to my COM 100 class, I also demonstrated
the ability to lead a project from start to finish at the Change Fest event on February 25th, 2017. At
first, everyone at the event had to pick a topic they wanted to tackle at the event to try and create real
change for it. I, and a few others, chose mental health. I already had an idea going into the event and I
was hoping the team I was matched with would at least acknowledge the idea. A member in the group
thought it would be more efficient to use their idea of “making our own organization”. It would allow
students to express their problems in daily living and do fun activities to better themselves. We used
this organization idea as the main component of our way to tackle the issue. As part of the group, I
thought of the organization name, the presentation appearance, lead the discussions on troubling
topics like, “where would we get funding?”, “who are we targeting?”, “where will be get the information
to give to the students?”, “what will be the main purpose of the organization?”, and so on. I was also
the big mediator for ideas that we all shared. I gave feedback on how certain ideas would work really
well or not with the organization. Furthermore, after the event was over, we as a group decided that
we are most definitely going to follow through with the organization that we created because not only
is it severely needed on campus, it is also something that will make students feel safer and better
supported (SEE Evidence #8, #9).

11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
!
Fall Semester 2016
HLT 100
Health Studies (Major)
!
Campus Involvement
The personal goals I had coming into college included growing as much as I could and doing
whatever I had to do for myself. This meant not hanging out with friends as much, going the extra mile
in classes, and taking care of my health holistically. So my objectives were integrated into a schedule
University of Michigan Ann Harbor that included my classes, study time, and “me” time to make sure I was following through with my
Summer Internship: Future Public goals. One particular goal I had in mind was achieving a 2.5 GPA for the first semester of college.
Health Leaders Program Career wise, goals weren’t fully determined as far as towards a degree because I didn’t know what
career I was going to work towards in my major of Health Studies. However, I set goals to find out by
meeting with advisors and professors regularly. One thing they suggested was to join organizations
and clubs to see if I find my passion through that. I didn’t know what I was going to join, but I knew it
was going to be something. Community wise, I planned to be involved in my community with my
campus involvement and make a big difference. I made a goal that throughout my four or so years at
URI, I was going to make a lasting, positive impact here and hopefully outside as well (SEE Evidence
!
#10, #11).
My professor for my HLT 100 class emailed me about an internship opportunity at the University of
Michigan Ann Harbor for students who are interested in the Public Health field. Being that I am
interested in obtaining a Master’s of Public Health, I looked at the link provided. Once going over the
website, I was immediately hooked on the idea of getting the internship opportunity and I set a goal.
My goal was to be a part of something that helped every individual, especially those who can’t help
themselves, and understand the best ways to go about achieving that through public health. I want to
add to the world becoming a healthier place overall. I applied and even received a phone interview
opportunity. On the phone, the coordinators of the program had asked me why I wanted to attend this
summer internship. I connected the answer to my personal issues. I’ve been around unhealthy people
my whole life, whether in my family or immediate surroundings. My mother had hypertension and
anxiety and my little brother had AD/HD while I had an aging grandmother. I witnessed the many
challenges and hardships they all had to go through which fueled by decision to enter the health field.
I made a goal to prevent others from getting to the points that my family had gotten to because I knew
they were preventable in many ways. When I was given the opportunity to work as a Certified Nursing
Assistant at Rhode Island Hospital, I felt deeply passionate about helping the patients there, but I was
also passionate about understanding why and how they got there in the first place. It hit me that most
of their reasonings for being admitted into the hospital were from behaviors of events that could’ve
been well prevented. I explained to the coordinators that I wanted to be a part of the program so I
could learn how to effectively help those around me become the best version of themselves. I also
related it back to my community issues. In my community, a lot of unhealthy behaviors, acts, and
conditions are present and it affects every citizen whether they know it or not. I want to use this
experience and the learning I obtain from it to apply it to the methods needed to help my community’s
health. (SEE EVIDENCE #36)

12. Student will show evidence of goals and Fall Semester 2016 Delta Epsilon Mu Before I began classes at URI in the Fall semester of 2016, I set personal goals for myself. One main
objectives that were planned and
achieved
Spring Semester
!
2017 !
THRIVE goal of those goals was to receive nothing lower than an 80 (B-) grade average for each class. The
classes I took included COM 100, BIO 101, PHP 201, PSY 113, and BIO 103 Lab. These are all fairly
HDF 415 !
URI Tour guide “easy” classes according to upperclassmen at URI, but to me, they had just the right amount of
difficulty for a first year freshman like myself. There were times where I thought I was not going to
achieve my goal, but I didn’t let those thoughts get to me. Thankfully, at the end of the semester, my
transcript proved that I had completed my goal of receiving an 80 and above grade averages, and
then some. My current cumulative GPA is a 3.34, which is higher then what I expected for my first
semester at college, which was a 2.5. The way I achieved this was I spent most of my time in the
library studying, working on assignments days before they were due, going to Supplemental
Instruction (SI) sessions for BIO 101, making flash cards, and watching videos that covered the
class’s material. I’d do this everyday for the plan of getting the knowledge and grades I needed. Once
the semester was over, I felt like I was lacking in getting involved on campus and in clubs and
activities. I then set a new goal to be a part of something and be more active in campus involvement. I
looked at the list of student organizations on the URI website, talked to different advisors and staff to
see which organizations would fit me best, and I went to the meetings of the organizations I wanted to
join. So, as of this 2017 Spring semester, I am currently part of Delta Epsilon Mu, which is a co-ed,
pre-health, multicultural fraternity, THRIVE, which works to make differences and change in the URI
community and I created an organization in the making, with a group of people, called Mindful
Motivators, which works to provide prevention and support for people with or without mental disorders
!
on campus. I hope to see this flourish to help make real change at URI (SEE Evidence #12,#17).
For the Spring Semester of 2018, I had set out goals become a Peer Leader for FLITE and to become
a URI Tour Guide. First, during the Fall Semester of 2017, applications for becoming a Peer Leader for
the FLITE class through HDF 415 had gone out and I had applied. For the interview, we were asked to
create a presentation that explained why we wanted the position, what we felt we brought to the team,
and how it would benefit us as leaders. I worked hard on my presentation by making sure my answers
flowed, the PowerPoint was visually pleasing, and that I hit all the points the interviewers wanted. As I
arrived on the day of the interview, I had gone into the process internalizing the goal of getting the
opportunity to work with amazing first-year students, but also achieving my goal of simply gaining
interview skills for any future interviews. At the interview, I put my best feet forward and I achieved my
goal of becoming a Peer Leader for the Spring 2018 FLITE class. This was a goal because I never
truly felt worthy of attaining anything I’ve applied for. I never felt good enough to get positions other
qualified candidates applied for, so I never went into the application process with much hope.
However, with getting Peer Leader, I felt validating feelings of my candidacy overall and my abilities to
be an effective leader. Additionally, I had also created the goal of becoming a Tour Guide because I
wanted a job that was on campus and be a part of something that students at URI enjoyed doing. I
had completed my application right after they were sent out because I was determined to becoming a
Tour Guide. I was able to get to the first round of interviews and I had planned for certain questions
such as, “Why do you want to become a Tour Guide?” and “What are you passionate about?” because
I knew other Tour Guides had questions like that asked. I achieved my goal of getting past the first
round of interviews and I had then set another goal to get past the second round, and inevitably
become a full Tour Guide. For the second round, the coordinators sent out pieces of information about
URI for me to rehearse and present at my second round interview. I practiced the facts with my suite
mates and made sure I sounded as a Tour Guide should; energetic and enthusiastic. After second
round interviews, I had received an email congratulating me on getting the position of a URI Tour
Guide for Spring of 2018. Getting the job was also another validating feeling of my pleasurable
personality and effective interpersonal skills which the coordinators needed. With obtaining these two
positions, I will take the confidence and reassurance of my abilities in anything I apply for because I it
will boost my candidacy. (SEE EVIDENCE #37)

13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s

theory to own life
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 Gallup StrengthsQuest In my HDF 190 class, I took the Gallup StrengthsQuest Assessment. This assessment was
Signature Themes, shadow side of HDF 415 created for people to learn about the character strengths they possess and how they apply
Strengths and/or weaknesses, and them. There are 34 strengths that every person has to an extent, but when taking the
examples of application (Source = Gallup) assessment, the person received their top 5. After I did the assessment, my top 5 strengths
were Leader, Futuristic, Includer, Communication, and Achiever. Additionally, these strengths
place under 1 of the 4 categories of strength application. Those are Executing, Influencing,
Relationship Building, and Strategic Thinking. Learner is described as always having a
passion to learn and being interested in many things. I am a Learner everyday, whether in
class learning content, or talking to peers and learning about their life experiences. However,
every strength gas a ‘shadow side’ as I have learned in my HDF 415 class. This is the side of
the strength that makes it a weakness as well. Learner’s shadow side is learning a lot, but
producing little with what was learned. I also possess Futuristic which is being a visionary and
having the ability to be imaginative. I’m very futuristic when it comes to thinking about the
endless possibilities for positive change in the Public Health field. The shadow side to
Futuristic is I can lack pragmatism in the way I would practically achieve the visions I have in
mind, leaving them as visions sometimes. My third strength of Includer shows I am caring and
I invite others in. I use this whenever I’m in a group setting and want everyone to come
together in dialogue. The shadow side is I can be generous to a fault when including others in
certain situations. Next, I have the strength of Communication where I am a story teller and
easy to talk to. I use communication with everyone I interact with because I love fun
conversations. The shadow side of Communication is I can be a poor listener and not give
people a chance to also communicate with me. Lastly, my last strength of Achiever gives me
my strong work ethic and my strive to always do better. Achiever is displayed when working
on group projects because those are things that need to be done in college and I strive to do
them well. The shadow side to being an Achiever is I’m too concentrated on my work
sometimes and I become unbalances in work and downtime. (SEE EVIDENCE #38)
Source: https://www.gallupstrengthscenter.com/

18. Student will describe personal leadership HDF 190 Gallup StrengthsQuest/VIA Now taking HDF 190, I am now starting to understand my personal leadership style. I believe my
style and/or personality style including Social Change Model Project personal leadership style incorporates my strengths; sought out by the Gallup Strengths Quest/VIA
strengths and weaknesses and examples survey. My top five strengths are Learner, Futuristic, Communication, Includer, and Achiever. These
of application (Sources = Leadership style strengths are seen in my leadership style because I am always willing to learn new things. Whether
inventories, the L.P.I., Type Focus (MBTI), about myself, about being a leader, or about others. I am also a futuristic person because I am always
LAMP, DISC, and other career thinking about the future and what it holds for me and my peers. I believe whatever I do now, reflects
inventories, etc.) what will be later. Additionally, I am a great communicator. I communicate with all different kinds of
people and I love to communicate a lot so no one’s left in the dark, and in a group setting, I
communicate heavily so there is an understanding of what’s going on. I also see how I am an Includer
because I never let anyone go unheard and I always nudge people to get involved more. Lastly, being
an achiever it isn’t at the top of my strengths, but I don’t fully consider it a weakness. I like to get
things done in an orderly fashion and to the best of my ability, but I won’t sacrifice my health or
wellbeing for it. My values involved in my leadership style are Fairness, Forgiveness, Humor,
Judgment, and Teamwork. I use fairness because I believe everyone no matter their demographics
with fairness and equality. Everyone deserves a chance to be heard and to express themselves. I use
forgiveness for people when they’ve done wrong, I accept them, give them a second chance, and I’m
also not vengeful. Next is my humor value because I like to laugh and make others laugh because
there’s always a bright side to things. Judgment is also one of my values because I think things
through and examine them from all sides. I don’t jump to conclusions without weighing all evidence
fairly. Lastly, I strongly value teamwork because I like working as a member of a team. I like when
people come together to create something great. An example of these strengths and values in action
would be when we were assigned the Social Change Model Project. The Social Change Model is a
model leadership that teaches students to facilitate positive social change in a institution or in a
community. That is, to undertake actions which will help the institution/community to function more
effectively and humanely. We as a group chose the project of cleaning up campus to help spread
awareness about littering on campus and how it is harmful to our environment. After having done the
project, we started working on the presentation portion of it. My strength of achiever came out to have
progress with every group meeting to work towards making this project impactful. I also used my value
of teamwork. I suggested different roles for everyone in the group to do so we could all feel a part of
the group process and end goal. Everyone did a great job and did something essential to the project
(SEE Evidence #18) (FROM OUTCOME #15 IN 2013 VERSION)
Outcome Category: Leadership Theories


“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)

“Servant Leadership” theory of leadership
by Greenleaf

of the above theory (Greenleaf)

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)

37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)

of the above theory (Grace)

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 In HDF 190, this model emphasized the importance of relationships among participants in the process
“Relational Leadership” model by of purposeful change. Making and keeping honest, good relationships starts with a knowledge of
Komives, McMahon & Lucas oneself and an openness to appreciate and respect others. There are five components or
characteristics to this model and they are Inclusion, Empowering, Purposeful, Ethical, and Process-
Oriented. With each of these components, they hit three principles of the model which are Knowing,
Being, and Doing. In Inclusion, the leader needs to be inclusive of all students, staff, and diverse
points of view. In the Knowing portion, they need the knowledge and understanding of themselves and
others, world views, and multiple realities. In Being, they need to believe that differences in people are
valuable, fairness and equality are important, and that everyone can make a difference. The in the
Doing section, they must listen and help develop people’s talents. By Empowering, the leader is
empowering themselves and others around them. They Know power and have self-esteem, they
believe that the concern for the growth and development of others is necessary, and they do by
building capacity of others and promoting self-leadership. When a leader is Purposeful, they commit to
a position given. They Know the role of a mission or vision, they have an attitude that is hopeful and
positive, and they make meaning. Next is when a leader is Ethical. They are driven by their values,
Know their values and understand decision making, are socially responsible and encourage that in
others as well, and behave congruently and confront inappropriate behaviors in others. Lastly, a
Relational Leader is Process-oriented. They Know about team building, maintenance, and closure.
They also encourage effort of high quality from others, and collaborate, reflect, and give/receive
!
feedback (SEE Evidence #19). (FROM OUTCOME #40 IN 2013 VERSION)
In my HDF 190 class that I had taken my Spring semester of my first year here at URI, my instructor
had taught us about one of the many leadership models, the Relational Leadership Model by
Komives, McMahon and Lucas. This model was created to show a style of leadership that focused
more on relationship building, diversity acknowledgment, and team development. There are five
characteristics of the model in which an individual following this model should acquire. They are then
further divided into three stages where a leader projects each quality. The five qualities are Inclusive,
Empowering, Purposeful, Ethical, and Process-Oriented. An individual is inclusive if they are
accepting of people and their diverse points of view. They are Empowering if they help strengthen
others who are involved in their group. A leader is Purposeful is they have “an individual commitment
to a goal or activity” (Komives, S., Lucas, N., & McMahon, T., 1998). An individual is Ethical when they
lead with their values and standards of their leadership first. Lastly, a leader is Process-Oriented when
they pay attention to how the group works, keep the group together, and work with them to accomplish
the shared goal. Furthermore, there are three divisions of how a leader may have accomplished these
five components. They are labeled “Knowing”, “Being”, and “Doing”. The Knowing portion is where the
leader begins to understand about the characteristic, for example, in the Process-Oriented section
under Knowing, a leader would begin to understand the group process and the relational aspect of
leadership. Under the Being section of Process-Oriented, an individual would begin to believe factors
like, “the process is as important as the outcome”, or, “Good things happen when people trust the
process” (Komives, S., Lucas, N., & McMahon, T., 1998). After, the leader would perform the Doing
portion of the model. In Doing, the individual would use what they’ve learned and believe and put it
into action. In the Doing of Process-Oriented, a leader would collaborate with team members, learn to
give and receive feedback from the group, and reflect on the group’s progress and accomplishments.
In a group, this theory works to ensure that every member feels valued and essential to the group’s
dynamic and pathway to the goals it wants to achieve. It also binds the members closer together to
establish a sense of community within the group which helps to get the effects passion into practice.
(SEE EVIDENCE #19)

42. Student will describe personal application HDF 190 Thrive URI I am part of a student-run organization at the University of Rhode Island called Thrive. Thrive is a
of the above theory (Komives et al) social-entrepreneurial organization that works as URI’s think tank on campus constantly searching for
innovative and creative ideas to turn from concepts to realities. I apply the Relational Leadership
Model by Komives, Lucas, and McMahon throughout my participation in the organization as part of the
executive board. I understand Inclusiveness because I know every group member’s opinion matters
when presenting an idea or project to tackle. I also am Being inclusive by believing everyone in the
group can make a difference and that the differences in everyone are valuable. Everyone in the
organization has a certain role that they play and they are all phenomenal at it and all their hard work
really does make a difference. I am also Doing, or acting, on being Inclusive by listening to everyone’s
thoughts and ideas and by framing or reframing my ideas so everyone can understand where I’m
coming from. It’s important to consider how they’d feel about things by asking questions. Next, I am
Empowering by understanding that self-empowerment is strong enough and when you empower
others they can become strong as well. I am being Empowering by believing the growth and
development of others is important and adds to the team’s progress and success. I say encouraging
words such as, “That’s a really good idea!”, or, “This will help with a lot, thank you (group member)!”.
Next, as the Assistant Director of Organization, the Director and I are tasked with a lot of decision
making and project making so it’s important for us to have a lot of commitment to the organization’s
goals to make it run smoothly. I know to be Purposeful because it helps portray a vision for the team
and myself, leading with a purpose drives the passion. I am being Purposeful by believing that an
attitude that is positive and hopeful will bolster the strive from the rest of the group. This semester
when we almost weren’t able to hold our big event, ChangeFest, I kept a positive attitude and hopeful
voice because I believed our team could do anything and I knew that if I kept that spirit alive, the rest
of the group would follow me in belief. I am also acting purposefully when the Director and I identify
goals that need to be met every week and involve others in the vision building process by having
“Impact Labs”. In these labs we as Organization present ideas of action and possible projects. Then
there’s Ethical. I know Ethical leadership involves an individual’s values and the values of others when
leading a group. I believe that in Ethical leadership, especially within a group, actions that benefit the
majority are more valued than those that benefit one person. In Doing, I do my part of the organization
and I identify issues that are going on so we can address them collectively and solve the problem.
Lastly, I understand Process-Oriented entails knowing that it’s about the group process as well as the
relational aspect of leadership. I am being Process-Oriented by believing that “good things happen
when people trust the process” (Komives, S., Lucas, N., & McMahon, T., 1998). Working on the
development of the group, who makes the goals happen, is as important as the accomplishment of
those goals. I am leading with Process-Oriented as one of my characteristics by working in
collaboration with other departments of the organization like Design and Finance. We all also give
each other feedback when doing Impact Labs and we as organization also receive feedback.

In my HDF 190 class, I learned about the Relational Leadership Model by Komives et al. In application
of the model, I am part of a student-run organization at the University of Rhode Island called Thrive.
Thrive is a social-entrepreneurial organization that works as URI’s think tank on campus constantly
searching for innovative and creative ideas to turn from concepts to realities. I apply the Relational
Leadership Model throughout my participation in the organization as part of the executive board. I
understand the Inclusiveness portion of the mode because I include every group member’s opinion
when presenting an idea or project to take on. I also am ‘Being’ inclusive by believing everyone in the
group can make a difference and that the differences in everyone are valuable. Everyone in the
organization has a role that they play and they are all phenomenal at it and their hard work makes a
difference. I am also ‘Doing’, or acting, on being Inclusive by listening to everyone’s thoughts and
ideas and framing or reframing my ideas so everyone can understand where I’m coming from. It’s
important to consider how they’d feel about things by asking questions. Next, I am Empowering by
understanding that self-empowerment is strong enough, and when you empower others, they can
become stronger as well. I am being Empowering by believing the growth and development of others
is important to add to the team’s progress and success. I say encouraging words such as, “That’s a
really good idea!”, or, “This will help with a lot, thank you (group member)!” Next, as the new President
of Thrive, I am tasked with a lot of decision and project making, so it’s important for me to have a lot of
commitment to the organization’s goals in order for it to run smoothly. I know to be Purposeful
because it helps portray a vision for the team and myself because leading with a purpose drives the
passion. I am being Purposeful by believing that an attitude that is positive and hopeful will bolster the
strive from the rest of the group. This semester, when we weren’t able to hold our big event
ChangeFest, I kept a positive attitude and was hopeful because I believed our team could do
anything. I knew that if I kept that spirit alive, the rest of the group would follow me in that belief. I am
also acting purposefully when my Vice President and I identify goals that need to be met every week
and involve others in the vision building process by having “Impact Labs”. In these labs we as
Organization present ideas of action and possible projects. Then there’s Ethical. I know Ethical
leadership involves an individual’s values and the values of others when leading a group. I believe
that in Ethical leadership, especially within a group, actions that benefit the majority are more valued
than those that benefit one person. In Doing, I do my part of the organization and I identify issues that
are going on so we can address them collectively and solve the problem. Lastly, I understand
Process-Oriented entails knowing that it’s about the group process as well as the relational aspect of
leadership. I am being Process-Oriented by believing that “good things happen when people trust the
process” (Komives, S., Lucas, N., & McMahon, T., 1998). Working on the development of the group is
as important achieving those set goals. I am leading with Process-Oriented as one of my
characteristics by working in collaboration with other departments of the organization like Design and
Finance. We all also give each other feedback when doing Impact Labs and we as organization also
receive feedback. (SEE EVIDENCE #39)

43. Student will show knowledge of the HDF 291 In my HDF 291 class, I learned about the concept of constructivism by Jean Piaget. The
concept of constructivism constructivism theory is a learning theory found in psychology and explains how people learn
information. The theory mentions that people individually gain knowledge and create meaning
from their own experiences, then add it with the knowledge they already possess. This theory
encourages students in academia to be active learners instead of passive learners. Being that
this theory is for educators, it contrasts against traditional classroom teaching methods that
educators may use. For example, in a traditional classroom, repetition is the way of learning
while in a constructivist classroom, learning is interactive. Another contrast is that in
traditional classrooms, assessments are through tests while in constructivist classrooms,
assessing a student’s understanding includes observations, testing their points of view with
dialogue, and minimal testing. The “process is as important as the product” (Educational
Broadcasting Corporation, 2004). Overall, constructivism is a more liberating way of learning
where students can learn how to learn instead of what to learn. (SEE EVIDENCE #23)
Source: Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for
teaching and learning. Retrieved from http://www.thirteen.org/edonline/concept2class/
constructivism/index.html
44. Students will describe personal examples HDF 291 PHL 212H In my HDF 291 class, I learned about constructivism and its effective use in classroom settings
of implementing constructivism in college. Additionally in my PHL 212H: Philosophy Honors Section - Ethics, I’ve been able to
implement my knowledge of constructivism to my learning. For example, one of my very first
classes talked about how what we all think we know of “right” and “wrong” is based on our
perceptions of the world as we see it, not so much as bases of reality. In constructivism, it
says we learn information and add it to our prior knowledge on the subject and then make new
meaning of what we learned after. With this, I now understand anytime I deem something as
being “right” or “wrong” that it may not always be so; to take what I’ve known and what I’ve
newly learned and actually think about what I deem to be based on truth or not. Another way I
have been able to implement the concept of constructivism was by being interactive with the
students in the class and the instructor. The class wasn’t set up traditionally where the
instructor lectured us on different topics, we took notes, and that concluded the session.
Every class of the semester was based on dialogue, communication of our confusions, and
small group interactions to help each other understand the different complex ideas within the
class. Lastly in my PHL 212H class, I’ve implemented constructivism by always asking
questions on subject matter, exploring the content further outside of the classroom,
continually assessing what I thought I already knew by re-reading the information; confirm that
I understood the information. (SEE EVIDENCE #24)
45. Student will demonstrate knowledge of

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)

“Social Change Model of Leadership
Development” by Astin et al

48. Student will describe personal application HDF 190 Thrive In my HDF 190 class, I learned about the “Social Change Model of Leadership Development”. I
of the above theory (Astin et al) ChangeFest will discuss my involvement in Thrive and the events we have within the organization to
SCCTR demonstrate personal application of the model. Thrive the organization works to create social
change by being the catalyst for students to bring their ideas from paper to public. Being an
executive board member, I understand that I need to follow my values of wanting to create
social change at URI. With that consciousness of self, I also need to follow congruence, which
is putting my values into action. Thrive holds an annual event called ChangeFest where we
invite students from all over Rhode Island to bring their ideas for a day long change-a-thon.
They’ll work with other students on issues that affect college campuses and create a tangible
solution to possibly win cash prizes towards their idea. By being congruent, I am part of a
group that is full of commitment in making the change we wish to see on campus. On behalf of
my group, we have also established the connections necessary for creating more change
within our communities. We have collaborated with other student organizations like the URI
Dance Club, the Fencing Club, and we also plan to collaborate with many other organizations.
Next in the model, my executive board members and myself also have a common purpose. We
want to make positive impacts on URI. This is because we want students to understand that
they can make change and they just have to believe them can to start. This brings me to
discussing Thrive’s newest event called “Social Change: Concept to Reality” (SCCTR). This
event is where students can learn about the many components of creating change and how
they all have the tools and newfound knowledge to do so. Understanding controversy with
civility and that some people may not support our event, Thrive invited students from all over
to get as much support as we could. Additionally by doing this, we were able to obtain a wider
range of people to come and talk about their ideas and start working on them. Lastly, the
component of citizenship in the model is felt when people can feel they are an influencing part
of society. In Thrive, I have been able to spark that understanding at ChangeFest, SCCTR, and
in URI and non-URI students with conversations and encoring words. To me, Citizenship is
extremely important because I believe a person needs to feel part of a community in order to
do something within it. (SEE EVIDENCE #40)

the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal

application of the above theory. (Komives
et al)

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. Student will describe the impact of traits

on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)
!
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
!
69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 291 In my HDF 291 class, I learned about Bobbie Harro’s Cycle of Socialization. This model
the “Cycles of Socialization” (Harro) demonstrates the process of learning to behave in a way that coordinates with the social
theory and its uses in leadership identities we are given at birth. These social identities put us into unequal roles in the system
of oppression and then we’re socialized into playing these roles by powerful sources in our
world, contributing to oppression. The theory also explains “”Directions of Change” that show
stages of how we’re socialized in our lives. It starts with “The Beginning” where we are born
into a world with the pieces of oppression already in place like stereotypes. The the Direction
goes into the “First Socialization” where we are socialized by the people immediately around
us like loved ones and we follow their rules. They also shape our personal values, dreams, and
expectations for our futures. Next is the “Institutional and Cultural Socialization”. Here,
institutions like schools, religion, and the government overtly or covertly send us messages
about the “rightful” spread of power among the people in our society. Culturally, we’re
conditioned by our music, holidays, and even song lyrics to believe these notions about
power. Subsequently, the “Enforcements” of the theory come along where “a system of
rewards and punishments keeps us playing by the rules” (Harro, 2013). Those who act in
accordance with their social identity are accepted, but those who don’t are somehow
chastised. The “Results” phase is where all of the socializations a person with or without
power have result in collusion, self-hatred, or misperceptions and they take these with them in
their daily lives. Next is “The Continuation” when we do nothing about the injustices of power
and don’t question the way things are. Lastly, in the center of all of this, “The Core” is what
keeps us in this perpetual cycle. This consists of ignorance, insecurity, and fear. Altogether,
this theory shows that if we started out with accepting and appreciating our differences firstly,
oppression would probably be nonexistent. For its uses in leadership, for someone with power
to simply acknowledge and understand that they have a greater sense of power than others
will help them be more responsible with their power to help the powerless. It will teach leaders
to recognize their biases and to unlearn the concept of “effort leads to success” and not
opportunity. This is especially important to understand for powerless people who are looked at
as not putting in effort instead of not having the opportunities to succeed as much as the
powerful. (SEE EVIDENCE #25)
Source: Harro,B. (2013). The cycle of socialization. In M. Adams, W. J. Blumenfeld, C.
Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social
justice (3rd ed., pp. 45-52). New York: Routledge

72. Students will demonstrate personal HDF 291 Personal Life In my HDF 291 class, I learned about the Cycle of Socialization by Bobbie Harro. As I learned
application of the “Cycles of about the theory, I’ve realized I have applied this theory throughout my personal life growing
Socialization” (Harro) up. In relation to “The Beginning”, I was made aware that I was socialized into a family that
disagreed with White people entirely and were even actively racist towards. I was fed overt
biases towards them such as “don’t mess with them, they’ll hurt you someway, somehow” or
covert ones like my family having a more positive attitude when I bring an ethic friend to the
house as opposed to a White friend. When I entered the “Institutional and Cultural
Socialization” stage of the theory, my Cape Verdean culture told me I wasn’t able to have a
biracial relationship and that it wouldn’t be accepted by them or by society or media. I
internalized this in my “Results” and had hostility towards White people and students in my
elementary and middle school. When I learned more about the historical context as to why my
family strongly opposed White people, I began to have anger towards them, as if the White
kids in my school are the direct reason for my family’s current suffering. The history of
oppression and later additional subtle acts I had endured in high school added to my
disconnect with White people all around. I had dissonance towards teachers, administration,
and any other White person in power who gave me instructions because I took that as them
trying to keep me oppressed. Lastly, I kept “The Continuation” alive because I kept ignorance
at my core to not seek any sort of involvement with White people because of what I’ve been
taught and what I conceived to be true. Currently I do not operate in the ways that I have
because I’ve met White people that have changed my perspective on life and our potential for
connections. (SEE EVIDENCE #26)

the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal

application of the “Cycles of
Liberation” (Harro)

the “Configuration of Power” (Franklin)
and its relationship to leadership

application of the “Configuration of
Power” (Franklin)

77. Student will demonstrate knowledge of HDF 291 In my HDF 291 class, I learned about racial identity models and one I found the most intriguing
racial identity development (Cross & was Cross and Fhagen-Smith’s Model of Black Identity Development. The model is centered
Fhagen-Smith; Rowe, Bennett & around the concept of “Nigrescence”, which is defined as the process of becoming Black and
Atkinson; Ferdman & Gallegos; Kim; ascending towards a more positive black identity. The model is also compartmentalized into
Horse; Renn etc.) six sections of the person’s life cycle. The first section of “Infancy and Childhood” explains
how a Black person’s family, social networks, and social norms gave them their first
socializations of what it means to be Black. The second section of “Preadolescence” is where
low-race salience, high-race salience, and internalized racism are established. Low-race
salience is characterized as a person denying their race while high-race salience is placing the
utmost importance on a person’s Black culture. Internalized racism is when the experiences of
a Black person prompts them to “develop self-hatred and hesitance to identify as
black” (Patton et al., 2016). Section three, “Adolescence”, is where the person would
moderately construct their Black self-concept to which they can either comply with or reject
their salience level. Next is section four of “Early Adulthood” where salience levels are present
again. Low-race salience can show as not acknowledging the Black identity as important
enough because the person is around enough diversified people that it doesn’t matter. High-
race salience appears as the person finding a group of Black peers with the same cultural
values as them. Furthermore, internalized racism may be stagnant, but a person can learn to
progress. After these stages, the person finally enters the fifth section of “Adult Nigrescence”
and in this stage, a Black person experiences an event that makes them question their Black
identity. First is the “Pre-encounter” phase where low-race salience individuals blend into the
generality of society with an appreciation of Black culture, “while internalized racism
individuals become anti-black” (Patton et al., 2016). The next phase is when the “Encounter”
happens, while after that, the subsequent stage of “Immersion and Emersion” happens. In
these stages, the Black person may become more affirming of their Black identity, take on a
pro-Black identity and an anti-White affiliation. However, in this stage of shedding a different
view of their identity, they aren’t focusing on what it really means to be Black. This is where the
emersion portion comes in and a Black person becomes more mindful on the authentic
understanding of what it means to be Black. With these realizations, a Black person may either
become a Black Nationalist (using their Black identity to ignite political change), Bicultural
(integrating their Black identity with their dominant culture), or Multicultural (identifying as
Black but have known other identities). Lastly, the person would progress into “Nigrescence
Recycling”. This final section is described as the phase that a Black person will repeatedly
come to as they go through their lives with this identity. There will be events where they will
have to critically examine their identity and what their perception is on it. Through this, the
person will learn wisdom in their resolution of finding their understanding of their Black
identity. (SEE EVIDENCE #27)
Source: Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in
college: Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass.

78. Student will demonstrate personal HDF 291 Personal Life In my HDF 291 class, I learned about Cross and Fhagen-Smith’s Model of Black Identity
application of model(s) of racial identity Development along with the realization that I have applied this model to my life. The first
development above socializations in my “Infancy and Childhood” were centered around being strictly Cape
Verdean and only that. My family subgroup identified, that is they only identified with an
ethnicity within the Black race but denied being Black overall. My family only socialized with
Cape Verdeans and talked about Cape Verdean news, music, and people. Going into
“Preadolescence”, I had low-race salience and internalized racism. I didn’t see how being
Black was a part of my culture at all due to my family’s dissonance towards it. I also had
internalized racism because I hated when people said I was Black or tried to associate me with
that group. In “Adolescence”, I had my Black identity more or less established, as in I didn’t
identify with it. When people said I was Black, I would say, “I’m not Black, I’m brown.” This was
a statement I chose to say to separate myself from that group of people because of the many
negative associations I grew up interpreting. I continued to hold onto my low-race salience
into “Early Adulthood” as I interacted with friends from all over the world because I didn’t see
being Black as a part of my life let alone an important one. I solely held onto being Cape
Verdean with so much pride because it’s what my family did and taught me to do as well. Next,
I progressed into “Adult Nigrescence” where I experienced an event that made them question
my Black identity. I was in high school and a White male said to me, “So Gina, I know you’re
Black and I know you can be from different parts of Africa and the Caribbean and stuff, what
country is your family from?” This thoroughly confused me because I didn’t associate being
Cape Verdean with a subset of being Black. This was because the messages from my family
blanketed any other messages from school or society that told me Black was a race that
encompassed other ethnicities. Coming into college with this newfound realization, I started
looking more into the Black culture, finding more connectivity with it because a lot of the
cultural customs within it related to those in the Cape Verdean culture. I began wearing box
braids, listening to hip-hop and rap, and hanging out with other Black colleagues. I was in
“Immersion” when I first came to college but I was romanticizing the Black culture instead of
truly understanding what it meant to be Black; “Emersion”. This is currently where I stand
within the model, at the beginning of stage five, “Adult Nigrescence”. I plan to learn more
about my Black culture as it adds to my Cape Verdean culture so I can then become Bicultural
(integrating my Black identity with my dominant culture of Cape Verdean). (SEE EVIDENCE
#28)

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)

82 Student will demonstrate personal
application of additional social identity
development model(s) above

McIntosh’s theory of privilege and its
relationship to leadership

application of McIntosh’s theory
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective

leadership as it relates to change agency
88. Student will describe personal examples

of being a change agent
89 Student will demonstrate knowledge of

the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro

Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Gallus StrengthsQuest In my HDF 190 class, I learned about inclusive leadership. When being a leader, I use my own
inclusive leadership Assessment personal code of inclusive leadership. When taking the Gallup StrengthsQuest Assessment,
Thrive “Includer” was my third strength. Being an Includer means I am caring, I engage others, and I
let others in. My personal code is staged as, “You, Me, Then the Task.” This is because by
being President of Thrive, I’ve learned that it’s important for your group members to feel
important and cared for before assigning them tasks to do. We start every meeting with “High-
Lows” which is when we all recount on our high points and low points of the day or week. As
president, I go last to show my inclusiveness of others and their lives outside of the
organization. Then, I become transparent with them about my highs and lows to incorporate
myself in the group. Lastly, I transition into the tasks for the meeting and for the upcoming
week or month. This is where everyone can start engaging in dialogue about what will happen
next and get each other’s feedback. This way we are listening to each other and working
towards common goals collectively. (SEE EVIDENCE #41)
!
Outcome Category: Critical Thinking
98. Student will show knowledge of principles

of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five

decision making methods
103. Student will describe personal examples of

having used five decision making methods

104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts

having used five problem solving / conflict
management
106. Student will demonstrate the ability

to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
!
!
Outcome Category: Interpersonal and Organizational Concepts & Skills

active listening techniques
110. Student will describe examples of using

active listening skills

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)

113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving HDF 415 Orientation Leader Application for In my HDF 415 class, I have learned how to give feedback for my FLITE students and their
and accepting feedback. Summer of 2017 Leadership Inventories. In reviewing their outcomes, I made sure to tell them what they needed
to work on by writing, “find sentences that don’t need to be there” and “reword this sentence”.
I revised in a way that will prompt my students to write the outcomes as if they were writing
them to non-Leadership Studies students who didn’t understand the content. This is because
they would then write with more clarity, provide more examples, and be more punctual. When
receiving feedback, I reflect on when I applied to be a URI Orientation Leader my first year at
URI. I did not get the position but upon my denial, I was advised to meet with one of the
coordinators to find out why I didn't get the job. When meeting, I was given the feedback such
as, “I wasn't too involved at URI and I didn’t yet have the necessary leadership skills for the
position.” With this feedback, I've been able to get more involved and build on my leadership
style for the next time I apply. I feel receiving feedback was very important because I was able
to understand where my areas of improvement were. This helps when trying to work towards a
position I want in the future because I can apply again for the same position or another as a
stronger candidate with the knowledge I obtain. (SEE EVIDENCE #42)
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)
117. Student will show knowledge of elements

of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of

engaging in a Crucial Conversation

facilitation techniques

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings

organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages

of group development (Tuckman/Tuckman
& Jensen, Bennis or others)

group development in use (Tuckman/
Tuckman & Jensen, Bennis or others).
134. Student will show knowledge of group roles

and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)

group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)

memberships skills in groups

membership skills in use

Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of HDF 415 Peer Leadership In my HDF 190 class, I learned about the Challenge and Support theory by Sandford. I’ve been
using the theory of Challenge and Support Gabriella Sinisalchi able to apply its uses to my FLITE students when executing 1-on-1’s with them midway
(Sanford) through the semester. I've found it useful to directly ask them what they needed from me as
their Peer Leader to tailor to their individual levels of challenge and support. This is because
it’s more effective to understand how each student operates instead of trying to guess what
they need overall. In my 1-on-1’s, I asked questions that pertained to of challenge and support
directly. For challenge, I asked, “Where do you think you are doing well and where do you
think you could improve?” I challenged my students to speak on their accomplishments,
which many students struggle with. Additionally, I challenged them to express humility in
where they need more assistance in. In support, I asked, “What do you need most help
with?”Here I express that I’m here for that student in helping them achieve their goals for the
class as a Peer Leader. This is to show them that they are not alone in doing this and that I am
a resource. I also approach my menthe Gabby with the challenge and support theory as well.
With Gabby, I want to make sure she is learning with every experience she has. I challenge her
to look at circumstances through a larger lens through reflection and objectivity. I also
challenge her by suggesting she put herself in situations that will expand her comfort zone like
applying to be an e-board member of her organization. That way she’s learning to put herself
out there and practice learning leadership skills. I also support Gabby in everything she does. I
answer her phone calls whenever she needs me and I make myself a resource for her when
she needs help or just someone to talk to. Having that challenge and support relationship will
give Gabby the transformational aspect of the relationship but also the accept ion portion of it.
(SEE EVIDENCE #41)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in

informative and persuasive public speaking
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

preparing for and being interviewed

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in

communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain

accountability in leadership / member
relationships

related to maintaining accountability as a
leader
152. Student will describe ways to build

relationships between leaders and
members

building relationships with members as a
leader
154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership

158. Student will describe principles of effective HDF 291 HDF 415 This semester I am taking HDF 291: Rose Butler Browne Peer Mentoring Program here at URI.
mentoring, as well as problems particular One of our beginning classes were about mentoring and what it means to all of us. We wrote a
to the mentoring relationship chart down of all the qualities a mentor should possess, shouldn’t possess, and all the
qualities a mentee should or shouldn’t have. On the side of being a mentor, we wrote the
principles that a mentor should follow when practicing effecting mentoring which included
having knowledgable experiences at hand. This is because students can learn from the
different experiences their mentor might’ve gone through so they can see their successes and
failures, which is also something mentors should be transparent with their mentees about.
This is because students can see for themselves that what they’re going through, if it relates,
has been dealt with by someone who can now mentor them on what to do and what not to do
with those experiences so they can help with their success. Another principle we wrote down
for effective mentoring the ability of the mentor to want to be a mentor for the genuine sake of
witnessing their mentee’s growth as a person. This is because when a mentor only works to
benefit and enhance a mentee’s personal development and growth, there is so much more
passion for the drive to excellence. The mentor’s motivation to mentor the mentee will then
create that same serge of determination of success within the mentee because they’re getting
that external positive feedback and internalizing it. Lastly, we’d also decided that another
effective principle a mentor should possess was to be completely honest with their mentee,
honest about their progress, and honest about their potential. This way, the mentee isn’t
receiving feedback they want to hear, but in which they need to hear. A mentor should tell their
mentee what they’re really feeling as to not project dishonest feelings so the mentee has a
false truth of their practices. Some problems that may be a factor in having a mentoring
relationship is the tendency that a mentor may have of becoming too authoritative. Mentor’s
can sometimes has the intense notion that they are “the boss” or “I know more than you so
you have to listen to what I’m saying”. This leads to an imbalance of the distribution of
respect, it goes both ways. Another problem that may arise is quite the opposite where a
mentee may not respect the mentor’s efforts enough and not absorb what the mentor is trying
to instill into the mentee for their benefit. The mentee may see the mentor as someone who is
openly willing to give them all the answers and not encourage them to find some themselves,
which is a necessary process of personal growth. Overall, a mentor is someone who is willing
to work with someone, a mentee, who is also willing to work on themselves and their
progression through situations. Challenges may arise between the two, but it’s up to both
!
parties to work on the end goal.
In my HDF 291 class, I learned about principles of effective mentoring and problems that relate
to the mentoring relationship. We wrote a chart down of all the qualities a mentor should or
shouldn’t possess in order to be effective, and all the qualities a mentee should or shouldn’t
have in order to learn effectively. On the side of being a mentor, we wrote about practicing
effecting mentoring which included having knowledgable experiences at hand. This is because
students can learn from the different experiences their mentor might’ve gone through to
witness their successes and failures. This is also something mentors should be transparent
with their mentees about. I have found this to be an effective principle for my HDF 190 students
that I mentor for the HDF 415: Peer Leadership class. Having taken the HDF 190 class helps me
in my distribution of valuable information for them and sharing my experiences with the class
can show them how the class is run. Another principle we wrote down for effective mentoring
is having a passion to mentor for the genuine sake of witnessing their mentee’s growth. The
mentor’s motivation to mentor the mentee will then create that same serge of determination of
success within the mentee because they’re getting that external positive feedback and
internalizing it. Making sure that I give them my positive encouragement to them for them to
understand that they’re able to achieve anything is very important for their self-efficacy.

Lastly, we also decided that another effective principle a mentor should possess was to be
completely honest with their mentee. For example, being honest about their progress and
honest about their potential. This way, the mentee isn’t receiving feedback they want to hear,
but what they need to hear. Telling my students how they’re doing in the class gives them a
sense of where they need to focus their energy and where they can improve for their overall
learning. Some problems that may be a factor in having a mentoring relationship is the mentor
becoming too authoritative. Being too authoritative doesn’t make space for negotiations or
open dialogue. This leads to an imbalance of the distribution of respect because it’s mutual.
Another problem that may arise is the opposite where a mentee may not respect the mentor’s
efforts enough. The mentee may see the mentor as someone who is willing to give them all the
answers and not encourage them to find some themselves, which is a necessary process of
personal growth. I feel having a relational yet professional manner with my students shows
that we can relax when there’s time but after the work needed is done. Overall, a mentor is
someone who is willing to work with someone and a menthe is someone who is also willing to
work on themselves and their progression through situations. (SEE EVIDENCE #29)

mentoring and being mentored !
HDF 291
HDF 415
!
Elana Michell Rivkin
Gabriella Siniscalchi
In my class HDF 291: Rose Butler Browne Peer Mentoring Program, my first larger assignment
was to craft a presentation about a mentor I have in my life, whether personal or professional,
and talk about our relationship and the impact they have on me as a whole.I chose to present
Sara Monteiro Elana Michelle Rivkin. She is a Senior Film Media major with minors in Leadership Studies and
Psychology. I hadn’t realized I’ve had a mentor ever since I applied to be an Orientation Leader
until I sat her down for our Mentor Interview for the project. I also didn’t realize that she saw
me as one of her own personal mentors as well, so we mentor each other on many aspects of
life. Mentoring her on situations she may be foreign to is a really eye-opening experience
because I had the notion that when you’re a Senior, you have everything together, that’s not
always the case. I’d also realized that while I would be her mentor for something, I would use
what I’d said to her for one situation and apply it to an instance I was a part of, so I essentially
mentored myself. For example, when it comes to her having fear of uncertainty or the future of
graduation, I help her map out exactly what she’s dreading and work to diminish each anxiety
that comes along with the perceived fears. I also tell her like it is because not only do I want to
see her growth into the woman I know her to be, I want to be her true friend and be open and
honest constantly. It shows myself a lot of growth to be able to be seen as a mentor to
someone who is already such a successful and powerful figure at URI. On the other side, she
mentors me I feel more than I her. She is one of the many people here at URI that envision my
growth, success, and abilities before I do. She works to keep my head on straight and to make
sure I’m always being true to myself in all that I do. She helps me figure out my own problems,
for example, when I ask her something like ,”Should I do this?” she’ll say, “Ask yourself that
questions?” This way I’m not relying on her to figure out everything for me. Altogether, I’m
grateful enough to have someone who not only genuinely cares about me and my potential,
!
but someone I can also call my best friend.
In my HDF 415 class, I have learned to apply principles of effective mentoring in HDF 190:
FLITE. As a FLITE Peer Leader, the principles I have used involve having experience, a genuine
passion for my students and their growth, and being transparent with the students.
Throughout the semester, I gave insight on how the class was going to go from start to finish
and what they should give attention to. One experience I shared with them was of how I found
it difficult to find evidence at the end of my inventory being completed and that I should’ve
found evidence progressively as I finished each outcome. In addition to sharing my
experiences with my FLITE students, I also shared my URI experiences with my menthe,
Gabriella Siniscalchi. I met Gabby at D.R.I.V.E’s Multicultural Overnight Program for out-of-
state students and encouraged her to attend URI. After the program, I agreed to being her
mentor and I have been sharing my experiences here at URI which prompted her to get more
involved. Next, I have a genuine passion for my FLITE students and Gabby which shines
through when I challenge them to take on challenges they may not have had before. For
example, with my FLITE students, I challenge them to have at least 5 outcomes done every
other week so they can learn to be productive towards an assignment that isn’t due for a while.
This lesson of planning ahead will serve them well in the future and I want them to understand
that early for their future successes. With Gabby, I challenge her to branch out from her friend
group because I want her to learn that she needs to prioritize herself over her friends. This is a
lesson I’ve tried to instill in Gabby because I have experience with putting others ahead of
myself and I know now that in order for her to grow, she needs to be there for her first, then
others.

Lastly, I am transparent with my students and Gabby about what I’ve done that has added to
and hindered my growth as a leader. For example, with my students, I explain to them that I am
forever growing as a leader and that they do not have to have everything figured out in this
moment because it is a process. I also explain the same to Gabby when it comes to her
personal growth as a young woman in college. Along with being a mentor, I also have a
personal/professional mentor named Sara Monteiro that I met at the 2018 Alumni of Color
Panel. Her mentoring style consists of being purposeful; driving out the ‘why’ factor from me
when I think to get involved with something. She also believes in making my core values more
apparent in the every day things I do because she follows the 4 V’s Model. Sara has also given
me professional challenges to work on such as relaying the messages of my organization,
Thrive, more intensely to get others on board to what we’re trying to accomplish. Sara has also
given me personal advice to work on such as limiting how many things I put my energy into
and to make those few things worth while. (SEE EVIDENCE #30 and #31)
160. Student will describe principles of effective HDF 415 In my HDF 415: FLITE Peer Leadership class, I am a peer leader in HDF 190: First-Year Leaders
peer leadership, as well as problems Inspired To Excellence (FLITE). I am a peer leader for eight of the twenty-nine first-year
particular to peer leadership students who are pursuing the Leadership minor that URI has to offer this semester and the
rest are mentored by other mentors in the class. I am here to be a guide for my team members
on information about the class itself, the Leadership minor, and as an aid in their personal
development and growth throughout the semester. Being a peer leader, I have a few effective
peer leadership principles in mind that I strive to follow when in my role. The first being “work
hard, play hard”. In a class like HDF 190, there’s a lot of relationship building and fun activities.
I try to express to my first-year students that yes, there will be times where we will have
entertaining conversations and activities to be a part of, however, if they aren’t on top of their
work and outside classroom assignments, they will fall behind and not be able to fully
participate in activities that have to do with class material. Another principle that I use for
effective leadership is the principle of transparency. I am always going to be open with my
students about myself, my faults, my challenges, and my learning experiences. This is
because I want them to understand that we are all learning and exploring ourselves equally
and I am in no way above them. I work to show that I am not perfect, I fail from time to time,
and I want them to learn from my mistakes to enhance their learning. Additionally, another
effective principle I use is establishing that initial inclusive connection so that the students
can also look to me as a resource for any conflicts they may be going through or any
distresses that are affecting their class work or abilities. It’s important that the students can
also feel like they have someone on their side and someone who understands that life gets
hectic sometimes, especially in college, and is willing to work with them. Yet, even with these,
problems can arise in peer leadership. Some problems may be with the first principle of “work
hard, play hard” because students may want to have more leisure time or not work as much on
their work for the class. This can be a problem for a peer leader when trying to push the
students to be on track. Additionally, they may see the peer leader as a friend as well, and in
this aspect, they may lack some respect for their efforts as a peer leader. Other problems may
arise when the students don’t follow the principle of transparency. For instance, they aren’t
communicating with the peer leader, or me, if something is going on with them or not really
being open and honest with themselves, for example, when writing their outcomes that require
depth and reflection. Moreover, challenges may arise when that bond or connection between
the students and I is not established. By not having that bond, the dynamic of mutual impact
isn’t there or sorely lacking. That connection needs to be there for them to feel they can
approach me openly. These are the principles I use when peer leading in HDF 190 and the
challenges that may come from this leadership opportunity but they’re challenges that will
help my students and myself grow exponentially.

related to being a peer leader and being
led by peers
!
!
!
!
!

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LEADERSHIP

Leadership Inventory Revised 08/22/2017 !1

CSLD Vision Statement

CSLD Values Statement

Offered Fall and Spring for sophomores & juniors

Leadership Inventory Revised 08/22/2017 !3

COM 402: Leadership & Motivation

Must be in Honors or have GPA of 3.3

Leadership Inventory Revised 08/22/2017 !7

Leadership Inventory Revised 08/22/2017 !8

“Mindful” (Mobile App)

Leadership Inventory Revised 08/22/2017 !9

Leadership Inventory Revised 08/22/2017 !10

2018 D.I.V.E. R.I. Conference

Leadership Inventory Revised 08/22/2017 !11

Leadership Inventory Revised 08/22/2017 !12

Leadership Inventory Revised 08/22/2017 !13

Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

Leadership Inventory Revised 08/22/2017 !16

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !17

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !18

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

27. Student will show knowledge of the

28. Student will describe personal application

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !19

38. Student will describe personal application

39. Student will show knowledge of the

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !20

Leadership Inventory Revised 08/22/2017 !21

Leadership Inventory Revised 08/22/2017 !22

Leadership Inventory Revised 08/22/2017 !23

45. Student will demonstrate knowledge of

46. Student will describe personal application

47. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 !24

49. Students will demonstrate knowledge of

50. Students will describe personal

51. Students will demonstrate knowledge of

52. Student will describe personal application

53. Student will demonstrate knowledge of

54. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !25

56. Student will describe personal application